The goal of this study was to explore the
similarities and differences in the attitudes of
two groups of student-teachers from different
cultures: a group of Israelis and a group of
Slovaks.The two groups were divided into pairs
who carried out an e-mail correspondence on
the topic The Inclusion of Students with Special
Needs in Mainstream Education. The content
analysis of the posts addressed three categories:
Theoretical and practical knowledge of special
needs, Attitudes towards special needs and
inclusion, Strategies for coping with differences
in heterogeneous classes. The findings yielded a
similarity in the positive attitudes towards
inclusion between the two groups. However,
the groups differed in their theoretical and
practical knowledge because the Slovak group
had limited teaching experience and no academic courses on inclusive education. The findings
break the existing link between academic
courses/teaching experience, and positive
attitudes towards inclusion, and suggest a
different way of thinking. They also highlight
the need to explore conceptual differences
between cultures.

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